The learning outcome of the multiplication squares board game is to enhance the oral multiplication skills.
The learners were given a board game, two dice and different colour marker pens. They were to play the game in pairs.
To begin with, the player rolls both the dice on the table and multiplies the two numbers together. Then he/she looks for the product of those numbers on the square board and draws 1 line by connecting any two dots that are surrounding that number with the marker given to them. Same way the next player plays his turn. The one who completes the box first gets 1 point. The game ends when all the dots on the board have been connected (or when the teacher calls time out). The player with the most captured squares is the winner.
The learners were engrossed in the game and enjoyed playing it.
In this LEAP cycle learners learnt about Analogy and played a card game related to it.
An analogy is a literary device, a figurative term for drawing a comparison between two dissimilar things which may be alike in some respect to better explain one of them.
An analogy is different from a simile. A simile makes a short comparison between two things, whereas an analogy shows comparison how the characteristics or features of one thing are like another. It uses logical reasoning and can be used in logical arguments.
Drawing a comparison between a heart and a pump.
Drawing a comparison between a construction crew and a colony of ants.
In the card game both analogous pair were already given. Learners had to identify the relationship or aspect of similarity between the 1st pair and find the answer for the other analogous pair.
The Snake is to hiss as duck is to quack.
Keys are for piano as strings are for guitar.
The hammer is to tool as the doll is to toy.
Learners enjoyed drawing analogies and were fully engrossed in the activity throughout the session.
LEAP – Board game on addition, multiplication, division, subtraction
The students were provided a board game, counters and two dice. They have to play the game in a groups of four each. They take turns to throw the dice, add or multiply the numbers shown together and then cover a square with the same value.
The first player to cover a line of three squares in a line is the winner. The line can be horizontal, vertical, or diagonal.
Design for Change (DFC) is a global movement that aims to empower students to say “I CAN” and inspire others by telling their own stories of change. The program promotes design process as a way of encouraging students to create and develop solutions for change in their communities and to put those ideas into action.
Design thinking, a solution-based and user-centered approach to tackling problems, allows students to become active learners who guide their own education.
The learners were shown two videos where the children of some other schools had used DFC to solve the problem prevailing in the society. They had followed all the four steps of the DFC to bring the change.
FEEL, IMAGINE, DO AND SHARE
Feel: Identify problems in their surroundings and observe those problems and try to engage with those who are affected, discuss their thoughts in groups, and vote on an idea.
Imagine: Develop creative solutions that can be replicated easily, reach the maximum number of people, generate long-lasting change, and make a quick impact.
Do: Develop a plan of action to effect change. This includes planning, implementing, and later recording the process.
Share: Sharing through text, photos, video, or slideshows
Learning objective: Every key action has a consequence in different time ranges (immediate and long term). The consequence is a result and a sequel is a consequence in continuation and they can be positive or negative.
To begin with this tool in the class, the teacher elicited responses regarding their understanding of the word ‘consequence’ to which they responded that it is similar to punishment. The meaning of consequence was then explained to the students relating it with their life and reinforced that it does not mean negative effects only and it was also discussed that consequences can be immediate and long term as well.
After the explanation, she took one topic and discussed its consequences and sequel with the students and jotted the points on the board. This was followed by group activity where the students were divided into groups of four and they were given another topic to think critically and note down the immediate and long term consequences (negative or positive) on a journal sheet.
‘What If?’ is another Thinker Key where one can virtually ask any What If questions. It generates loads of innovative ideas and is an excellent means of displaying ideas. It’s great for introducing an area of study and for tapping into the student’s knowledge base. This key really, opens up the mind to the possible outcomes.
I Do/ We Do
Topic – What if you took charge of things in a school for a while? How would you do things differently?
Teacher initiated the idea by giving her input and then the students took the discussion forward and gave amazing ideas. They were able to analyze the situation and use their thinking skills critically.
You do it alone
In the next session, students were given another situation ‘What if you took charge of all the TV channels for a day?’ It was challenging for them, but they reflected very well.
Mathematical games are helpful in teaching new concepts and providing lots of opportunity for practice. In this game, students were given different cards and on each card a different number is written in each corner and a larger number in the center. For each card, the four numbers must be combined using any of these two patterns to get the answer written in the center.
_______ X ________ + ________ X _________
_______ X ________ – ________ X _________
This game has helped the students enhance their ability to think of different ways of getting to the answer.
LEAP- Design a complex machine to clean your garden.
The students were instructed to design a complex machine to clean the garden on an A4 size paper. The students applied their learning and tried to use 2 or more than 2 simple machines to make their complex machine.
Students also wrote the procedural writing about making the machine and the instructions regarding how it works.
Students were enthusiastic and their ideas were new and creative.
Later, their designs were evaluated to check the functionality of the machine.
Learning outcome: To apply their understanding of complex machine to solve a real life problem.
LEAP-MAKING A MODEL OF CATAPULT (SIMPLE MACHINE-LEVER)
The teacher discussed about the simple machines, students have learnt in their UOI class and showed them the images of the catapult used in olden days during the wartime and present catapults used in the villages. Then she showed them the model of the catapult to be made in the class. After making the catapult and experiencing the way it works, the students reflected that it is an example of LEVER (class 3) with the fulcrum and load on both the ends and effort in between. The recap of the instructional writing was also done and the students noted down the procedure of making the catapult in their notebook.
Students learnt about the use of LEVER (class 3). You can use a lever either to make it easier to move the load or to make the load move faster in the air.